Information Technology Reference
In-Depth Information
development of students' skills, where the components of experimental work or
project, among others, and the acquisition of soft skills should have a decisive role»,
and the «adoption of the European system of credit (ECTS - European Credit Transfer
and Accumulation system), based on the work by students» [2]. The very name of the
course explicitly contained the idea of student involvement in concrete situations
associated with their qualitative research activity as psychologist.
The course was structured as a developmental program, having a twofold
objective: the development of skills in qualitative research and Goal Corrected
Emphatic Attunement (GCEA) [3], adopting as fundamental framework the Theory of
Attachment Based Exploratory Interest Sharing - TABEIS [4]. Hence, in the end of
semester students were required to exhibit competencies in both domains.
Specifically, regarding Empathic Attunement students should acquire reflection skills
of self and others (peers) and attunement in situations of interaction throughout the
learning process. Regarding qualitative research, they had to master the procedures of
different phases of research, from planning, collecting and analyzing data to acquiring
skills in the use of qualitative and quantitative data within a research methodology
case. Also, they had to write a paper presenting the process of investigation developed
as a group throughout the semester.
1.2
Activities and Instruments
The program comprised several moments and three types of activities. The first type
were in the classroom and involved the direct intervention of teachers: (a) Debriefings
held in the large group with the teacher/facilitator, with the aim of validating and
normalizing the behaviors students adopted in the context of interviews, creating a
safe haven where they could reduce their self-defense system (low activation of the
fear system), improve self-awareness and explore own experiences; (b) Lectures on
qualitative methods combined with the analysis of students' videos, and lectures on
GCEA and TABEIS; (c) training in editing video to synchronize two videos resulting
from the recording of each of the interview participants' (caregiver and careseeker);
and (d) training in video analysis using as support a recording of an earlier interview.
The second type of activities was interviews in laboratory, which students organized
and did in groups of three. Each group did three interviews, filmed with two video
cameras. In each interview the students ran through the role of interviewer/caregiver,
interviewed/careseeker, and researcher. The last type of activities was held outside the
classroom and implied reflecting on the activities and the synchronization and
analysis of videos.
We used two instruments. At several moments in the program students had to
prepare a reflection regarding their practices and behaviors using SISDAT, an
instrument adopted from SDSLD, developed by Agazarian [5]. SISDAT presented six
themes to explore: Satisfactions (Am I happy with how I participated in the session?
What did I do that satisfied me and helped to learn something new?), Dissatisfaction
(Am I dissatisfied with how I participated in the session? What did I do that prevented
me from learning something new?), Surprises (Was I surprised by anything I felt or
discovered in the session?); Discovery (Did I discover anything about myself in the
Search WWH ::




Custom Search